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CLIL FOR ENGINEERING EDUCATION: APPROACHING FOREIGN LANGUAGE TEACHER MINDSET
The presentation deals with the specific requirements for a foreign language teacher as an active subject of CLIL in the context of engineering education. The parameters of teacher's activity are considered, the special integrative nature of his professional competence is described. The term «foreign language teacher mindset» is one of such characteristics of the contemporary teacher as perfectionism, attitudes of achievement, self-development, self-actualisation, self-determination, and al. The author offers a «portrait» of the CLIL teacher, proves the necessity to transform the personal and activity substructures of the teacher for orientation of his ability to ensure the integration of subject («engineering») and foreign language education. The author pays special attention to the peculiarities of the methodological mindset of a foreign language teacher through describing of the mentality characteristics. The predominantly conservative (rigid) systemic-structural (linguistic) approach to foreign language education by teachers, insufficient understanding of the integrative links between teaching subject and linguistic content is stated. The author proclaims the need to rearrange the methodological mindset by means of transforming the teacher's vision of polyparadigmality of modern linguodidactics, dialectical and integrative nature of changes at the level of language teaching according to CLIL technology. The author includes the development of foreign language teacher mindset in the context of lifelong learning paradigm. The author proposes innovative strategies for the formation and development of the methodological mindset of a foreign language teacher in the context of the use of CLIL technology, gives recommendations for the application of these strategies for language teaching.